Warter C. E. Primary School

Addlekeld, Warter, York, YO42 1XR, Tel: 01759 302061, Email: office@warterschool.eriding.net

Pupil Behaviour and Discipline Policy

Our Mission Statement

The aim of our school is to enable every child to grow intellectually, morally, spiritually and physically in a caring Christian community. We seek to help children achieve their full potential by encouraging a love of learning and the development of self-esteem and confidence. As a Church school we aim to develop Christian values and foster a respect for other people and their beliefs, as positive participants in the world community.


We believe this policy relates to the following legislation:

  • Behaviour and discipline in schools - Advice for head teachers and school staff (DfE 2014)We have a duty under the School Standards and Framework Act 1998 to have in place a behaviour policy that is annually reviewed, made available to all stakeholders and is consistent throughout the school. 
  • Introduction

It is a primary aim of Warter C.E. Primary School that every member of the school community feels valued and respected, and that each person is treated fairly and well. Warter Church of England Primary School’s behaviour policy is informed by Christian Values which underpin every aspect of the community’s life and work, including the curriculum. These values are rooted in the teaching of Jesus Christ. Central to the behaviour policy in our church school are Jesus’ words recorded in the seventh chapter of the Gospel of Matthew: 

“So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.” 

Widely known as ‘The Golden Rule’, this teaching enhances our set of school rules.

We expect the children to reflect our school Christian values of RESPECT, FRIENDSHIP and HOPE, alongside the “Golden Rule”. 


The aims of our Behaviour Policy are to:

(Values in bold type)

  • foster a positive and compassionate environment in which all children can flourish and reach their full potential,
  • develop relationships based on respect, generosity, integrity and trust between all members of the school community, including parents and members of the Governing Body,
  • raise awareness of desired standards of behaviour by celebrating and rewarding occasions when children have been 'Values Champions' (i.e. have demonstrated values in practical ways),
  • ensure that there is clarity about the procedures and sanctions agreed by all stakeholders,
  • give children the confidence that issues relating to behaviour will be referred back to the Golden Rule and the school’s Christian values.  
  • Children will:
  • As a direct consequence of the Behaviour Policy:
  • build strong relationships,
  • experience what it means to live as a member of an open, generous and forgiving community,
  • benefit from a calm and secure learning environment.
  • be fully involved in regular reviews of the Behaviour Policy (through School Council ,Circle time, PSCHE lessons).Teachers will: 
  • model forgiveness and the possibility of restoration and a new beginning in their relationships with both adults and children,
  • be able to convey clearly and with confidence expectations of behaviour,
  • benefit from a calm and secure environment in which to teach effectively,
  • build positive relationships with parents and the whole school community,
  • develop personally and professionally.Parents will:
    • be fully informed about the school's ethos, core Christian values and the Behaviour Policy,
    • feel confident that all the decisions regarding behaviour are just, unbiased, and informed by the Golden Rule and the school's values,
    • be confident that their child is developing personally, socially and academically,
    • be offered opportunities to explore further the school’s values at home; for example through the publication Home School Values,
  • feel welcome in school to discuss their child's progress in a positive atmosphere.

Governors’ Responsibilities

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the head teacher in adhering to these guidelines.


The head teacher has the day-to-day authority to implement the school’s policy on behaviour and discipline, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour.

Governors must:

  • support the implementation of the behaviour policy in school,
  • monitor the behaviour and discipline in school through the Curriculum Committee. 

Response to Good Behaviour 

  • Every Friday morning a Celebration Worship is held in school, during which the children are rewarded for good behaviour, positive attitudes, progress in learning and attainment. The children who are to be celebrated are invited by letter to the head teacher’s breakfast which is held prior to the Celebration Worship.
    • Values Champions are chosen weekly from each class. These are children who have exemplified the school’s values of friendship, respect and hope or the Christian Values. Values Champions are awarded a certificate during our Celebration Worship and their names are recorded in the Golden Book. The Golden Book is kept on display in the school entrance.
    • Praise and positive comments are given readily. Class and supply teachers, lunchtime supervisors and support teachers are all encouraged to comment on good behaviour using the 'values language', in order that children understand what the values look like in practice.  
  • House points are given out by all members of staff, for good effort, excellent work, exemplary behaviour, or for demonstrating our school and Christian Values. At the end of each half term, the winning house is rewarded with ‘Golden Time’. Running totals for each of the four houses are announced in the Celebration Worships and are also reported on the school website.

Response to Inappropriate Behaviour

When dealing with behaviour that falls below the expected standard around school, adults will:

  • use the Golden Rule as the starting point to challenge the child on how he/she would have felt if he/she had been on the receiving end of the behaviour in question, and encourage the child to feel empathy;
  • ensure that the child understands why his/her behaviour is not appropriate;
  • seek to avoid confrontation and demonstrate compassion through active listening and forgiveness where there is an acknowledgement of wrong doing;
  • establish the facts and reserve initial judgement;
  • remember that quiet, personal, explicit reprimands are preferable to general criticism of whole groups;
  • provide children with the opportunity to make amends, reminding them that it is their behaviour, not themselves, that is unacceptable;
  • if necessary, removal of privileges will be used as the principal sanction;
  • use punishments sparingly. When dealing with behaviour that falls below the expected standard within the classroom, teachers will:
  • deal with classroom problems, whenever possible, within the classroom;
    • require unacceptable work to be repeated;
    • expect a child to make up for wasted time during his/her free time; e.g. at break or dinner time;
    • inform parents if equipment is deliberately damaged and invite them to replace it;
  • use the ‘Ask, tell, send’ approach:          Tell the child to behave appropriately. (eg I’ve asked you to sit quietly, now  I’m telling you to sit quietly) When the teacher has an opportunity he/she will then speak to the child calmly about his/her behaviour. If inappropriate behaviour continues, the child will be sent to see a member of the SLT. 
  •          Send – If the child continues to misbehave, he/she is sent to another area of the classroom for a ‘Time Out’ session.
  •          Ask child to behave, reminding him/her of appropriate behaviour.

Fixed-term and permanent exclusions

Only the head teacher has the power to exclude a child from school. The head teacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the head teacher may exclude a child permanently. It is also possible for the head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. 

If the head teacher excludes a child, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. 

The head teacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. 

The governing body itself cannot either exclude a child or extend the exclusion period made by the head teacher. 

The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors. 

When an appeals panel meets to consider an exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LA, and consider whether the child should be reinstated. 

If the governors’ appeals panel decides that a child should be reinstated, the head teacher must comply with this ruling. 

Drug and alcohol related incidents 

It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a child will need medication during the school day, the parent or guardian should notify the school and ask permission for the medication to be brought. This should be taken directly to the school office for safekeeping. Any medication needed by a child while in school must be taken under the supervision of a teacher or other adult worker. 

The school will take very seriously misuse of any substances such as glue, other solvents, or alcohol. The parents or guardians of any child involved will always be notified. Any child who deliberately brings substances into school for the purpose of misuse will be punished by a fixed-term exclusion. If the offence is repeated, the child will be permanently excluded. The school has a responsibility to inform the police and/or social services in the event of serious misuse. 

If any child is found to be suffering from the effects of alcohol or other substances, arrangements will be made for that child to be taken home.           

It is forbidden for anyone, adult or child, to bring onto the school premises illegal drugs. Any child who is found to have brought to school any type of illegal substance will be punished by a temporary exclusion. The child will not be readmitted to the school until a parent or guardian of the child has visited the school and discussed the seriousness of the incident with the head teacher. If the offence is repeated the child will be permanently excluded.           

If a child is found to have deliberately brought illegal substances into school, and is found to be distributing these to other pupils for money, the child will be permanently excluded from the school. The police and social services will also be informed.

Record keeping 

The school keeps a variety of records concerning incidents of misbehaviour. The head teacher records those incidents where a child is sent to her on account of serious bad behaviour. We also keep a record of any serious incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book. 

The head teacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded. 

Behaviour and Discipline Committee 

The Behaviour and Discipline Committee meet according to the requirements and recommendations of the ‘The Guidance for Members of Behaviour and Discipline Committees and Pupil Discipline Committees’. 

Types of Committee Meeting;

  • Fixed term exclusion meetings.
  • Permanent exclusion meetings.
  • Monitoring meetings.

Monitoring and review 

The head teacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. 

It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently. The governing body will pay particular attention to matters of racial equality; it will seek to ensure that the school abides by the Equality Duty Framework and that no child is treated unfairly because of race, ethnic background or disability. 

The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved. 

This policy has been written following consultation with staff and governors. 

This is policy should not be read in isolation but should be coupled with the aims and ethos of the school. 

It is hoped that this policy reflects what is currently good practice in schools, and will be amended and reviewed in the light of new initiatives or legislation. 

Head Teacher: Alison Metcalfe

Chair of Governors: Debbie Potter

Autumn Term 2016 ( Approved by the Governing Body – Autumn Term 2016)

Updated autumn term 2018.

Behaviour policy 2016 with Values incorporated November 2016.Updated 2018.pdf